THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE TEACHING-LEARNING PROCESS OF PROGRAMMING IN K-12 EDUCATION: A SYSTEMATIC LITERATURE REVIEW
Abstract
Artificial Intelligence (AI), especially in its generative form (GAI), has become a disruptive technology in society, driving significant changes across various areas and practices. One of its applications is in the teaching-learning process of children in Basic Education, with emphasis on teaching programming. Considering this context, the objective of this work is to present an overview of the use of AI from this perspective. To this end, a Systematic Literature Review (SLR) was carried out, with the purpose of answering three main research questions: “QP1: What are the main AI tools used in teaching, especially in teaching programming to children, documented in recent literature?”; “QP2: What are the main pedagogical benefits cited in the literature when using AI in this teaching?”; and “QP3: What are the main challenges faced by teachers when applying AI in Basic Education?”. As a result, the use of both general-purpose tools, such as ChatGPT, and specific tools, such as the Google Teachable Machine (QP1), was identified. Among the main benefits, the automated support for teaching and the expansion of students' cognitive resources to develop higher-order thinking stood out (QP2). However, limitations related to the ethical use of technology and the possible cognitive impacts associated with its application were also identified (QP3).
Author Biographies
Undergraduate student in the Interdisciplinary Bachelor's Degree in Information Technology at the Federal Rural University of the Semi-Arid Region (UFERSA).
Ph.D. in Computer Science from the Federal University of Campina Grande (UFCG). Professor at the Federal Rural University of the Semi-Arid Region (UFERSA), Pau dos Ferros, Rio Grande do Norte, Brazil.
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